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4.1 Indicator: Tier 2 a.Locate important information and main ideas using titles, headings, tables of contents, charts, graphs and pictures in instructional level text b.Identify text structure and signal words for compare/contrast, time order, description, problem/solution and cause/effect |
4.1 Indicator: Tier 3 a. Use headings, text size, pictures, captions, charts, and use of color in instructional level text to build understanding b. Identify text structure and signal words for compare/contrast, time order, description and problem/solution |
4.2 Indicators: Tier 2 a. Identify main ideas and supporting details using graphic organizers b. Develop a one-paragraph summary including main idea and supporting details |
4.2 Indicators: Tier 3 a. Identify main ideas and supporting details, orally or with a graphic organizer b. Summarize the main idea in a summary sentence |
4.3 Indicators: Tier 2 a. Identify and describe a story’s characters, setting, plot, conflict, and theme b. Examine problem, outcome, and theme c. Retell includes beginning, middle, and end in order; description of the setting; the initiating event and outcome of problem (either orally or in writing) d. Answer factual and inferential questions e. Reflect and respond to text |
4.3 Indicators: Tier 3 a. Identify setting, characters, beginning, middle, and end of a simple plot b. Examine problem and outcome c. Identify the sequence of events by retelling the beginning, middle, and ending of a story (either orally or in writing) d. Answer factual questions from the text e. Reflect and respond to text |
4.4 Indicators: Tier 2 a. Use prior knowledge to set a purpose for reading (e.g., anticipatory guide) |
4.4 Indicators: Tier 3 a. Use prior knowledge to set a purpose for reading (e.g., K-W-L) b. Generate questions about the text c. Make and verify predictions d. Make text-to-self and text-to-world connections e. Answer questions from the text f. Identify when comprehension breaks down and apply fix-up strategies g. Reflect and respond to text
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4.5 Indicators: Tier 2 a. Develop an enjoyment for reading as a life-long way to learn b. Access background knowledge in preparing to read and enjoy text c. Develop confidence in the ability to access text d. Read for pleasure from a variety of authentic texts (e.g., graphic novels, various genres of fiction and non-fiction, magazines, newspaper, plays) |
4.5 Indicators: Tier 3 a. Develop an enjoyment for reading as a life-long way to learn b. Access background knowledge in preparing to read and enjoy text c. Develop confidence in the ability to access text d. Read for pleasure from a variety of authentic texts (e.g., graphic novels, various genres of fiction and non-fiction, magazines, plays) |
4.6 Indicators: Tier 2 a. Clarify thinking by using organizational tools before, during, and after reading (i.e., graphic organizers, summary frames, K-W-L, timelines, anticipatory guides) b. Extend learning by writing questions, making predictions, and writing summary paragraphs c. Reflect on reading and learning and set goals for improvement |
4.6 Indicators: Tier 3 a. Clarify thinking by using organizational tools before, during, and after reading (i.e., graphic organizers, summary frames, K-W-L, timelines, anticipatory guides) b. Extend learning by writing questions, making predictions, and writing summary sentences and/or paragraphs c. Reflect on reading and learning, and set goals for improvement |
What skills and strategies are necessary to become an active, proficient reader? How does one acquire academic knowledge through text?
